TY - JOUR
T1 - Introduction to the special issue
AU - Panke, Stefanie
AU - Devers, Christopher J.
AU - Sistek-Chandler, Cynthia
AU - Dron, Jon
N1 - Publisher Copyright:
© 2018 Association for the Advancement of Computing in Education. All rights reserved.
PY - 2018
Y1 - 2018
N2 - Since fall 2014, mobile devices officially outnumber people on the planet. How can we begin to understand what this means for learning and teaching? An important starting point is to be aware of the ever changing and diverse nature of mobile technologies. When they were first explicitly highlighted as a trend in the 2006 Horizon Report ('the phones in their pockets'), mobile technologies primarily referred to cellphones, followed by the iPod, tablets, e-readers, and, finally, smartphones. Along with the dissemination of more and more sophisticated and differentiated devices the usage of mobile technology has transcended people's everyday activities. Ally and Prieto-Bldzquez (2015) argue that just a few years ago it was hard to fathom that society would use mobile technology like a computer - conducting business, learning, socializing, etc. According to Tabor (2016), making calls has turned into a minimal part of user engagement with modern smart phones, texting is decreasing, and that social media, gaming, and browsing, are increasing. Consequentially, today's landscape of mobile technologies comprises a conglomerate of standards, devices, applications, each of which has specific use cases, contextual settings, features, content assets, and audiences.
AB - Since fall 2014, mobile devices officially outnumber people on the planet. How can we begin to understand what this means for learning and teaching? An important starting point is to be aware of the ever changing and diverse nature of mobile technologies. When they were first explicitly highlighted as a trend in the 2006 Horizon Report ('the phones in their pockets'), mobile technologies primarily referred to cellphones, followed by the iPod, tablets, e-readers, and, finally, smartphones. Along with the dissemination of more and more sophisticated and differentiated devices the usage of mobile technology has transcended people's everyday activities. Ally and Prieto-Bldzquez (2015) argue that just a few years ago it was hard to fathom that society would use mobile technology like a computer - conducting business, learning, socializing, etc. According to Tabor (2016), making calls has turned into a minimal part of user engagement with modern smart phones, texting is decreasing, and that social media, gaming, and browsing, are increasing. Consequentially, today's landscape of mobile technologies comprises a conglomerate of standards, devices, applications, each of which has specific use cases, contextual settings, features, content assets, and audiences.
UR - http://www.scopus.com/inward/record.url?scp=85058624423&partnerID=8YFLogxK
M3 - Journal Article
AN - SCOPUS:85058624423
SN - 1093-023X
VL - 29
SP - 249
EP - 255
JO - Journal of Interactive Learning Research
JF - Journal of Interactive Learning Research
IS - 3
ER -